...I.3.2: Examine historical, social, cultural, or political context to broaden inquiry and create questions. SCCR E2.RL.5.1: Cite strong...
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...HRIR 2440 Group Project This is a group research-based project on a topic area of Human Resource Management. You are to arrange into teams of 4 to 5 students. Your team task is to choose a specific topic, research that topic and present your findings to the class. There are two parts to this assignment: 1) Written Overview Project Report and 2) Presentation. Teams can choose a topic from a list provided by your instructor or choose your own topic, as approved by the instructor. Note that there are to be only two teams per topic. Your instructor will bring to class a group project sign-up sheet in which you are to list your team member’s names and topic area. The expectation for this assignment is for solid research and analysis of your topic area. Your research is to include information from a wide array of resource material, include an interview(s). (Refer to information in the instructions below pertaining to bibliography and interview expectations). Assertions and insights should be substantiated with scholarly research, relevant course material, based on human resource management concepts and themes and interview material. Individually, students will have opportunity to complete a team assessment form to evaluate your own and team members’ participation on the group project. Each team will be assigned a team to conduct a peer evaluation of that team’s presentation. Once teams are formed, your instructor will provide teams with the presentation that you are responsible...
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...free of fear; for only between such human beings can there be enduring peace. * J. Krishnamurti Facets of Peace Education I. Knowledge * Conflict * Students should study a variety of contemporary conflict situations from the personal to the global and attempts made to resolve them. * Peace * Students should study different concepts of peace, both as a state of being and as an active process, on scales from the personal to the global. * War * Students should explore some of the key issues and ethical dilemmas to do with conventional war. * Nuclear Issues * Students should learn about a wide range of nuclear issues and be aware of the key viewpoints on defence and disarmament. * Justice * Students should study a wide range of situations illustrating injustice. * Power * Students should study issues to do with power in the world today. * Gender * Students should study issues on discrimination based on gender. * Race * Students should study issues to do with discrimination based on race. * Environment * Students should have a concern for the environment welfare of all the natural systems on which they depend. * Futures * Students should study a range of alternative futures, both probable and preferable. II. Attitudes * Self-respect * Students will have a sense of their own worth and pride in their own particular social, cultural, and family background ...
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...Education System Plan for 1971‐76. Ministry of Education His Majesty's Government of Nepal 1971 Social Constructivism 1. 1. Social Constructivism/ Activity Theory Jess Boucher Diane Pereira Gary Heverly John McDonough October 25, 2012 2. 2. Once the task has been completed, the robot will return to the starting position. Only one person can submit a task list at once. Rules: Motors can turn on or off at the same time Motors turn on for seconds at a time (ex. “Left motor on for three seconds”) Each leg is a separate motor What you know: Tell the robot how to autonomously walk in a square. Your Task: Class Activity 3. 3. Definition(s) & Learning is a social activityDerry, S. J. (1999). A Fish called peer learning: Searching for common themes. In A. M. ODonnell Knowledge is socially and culturally constructed that is influenced by the group and its’ environment Knowledge is a product of human interaction 3 Assumptions: Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). Assumptions & A. King (Eds.).Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, fromhttp://projects.coe.uga.edu/epltt/McMahon, M. (1997, December). Social Constructivism and the World Wide Web - A Paradigm for Learning. Paper presented at the ASCILITE...
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...Unit 1: Developing Effective Communication in Health and Social Care Unit code: R/600/8939 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors. Unit introduction This is a core unit within the programme, recognising the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills. Initially, learners will investigate what is meant by effective communication and interpersonal skills and how these may affect the outcomes for people who use services. Learners will consider the factors that influence communication and interactions, analysing theories which may help to explain why there may be difficulties, possible breakdowns in communication and...
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...Conceptual Framework Most research reports cast the problem statement within the context of a conceptual or theoretical framework.4 A description of this framework contributes to a research report in at least two ways because it (1) identifies research variables, and (2) clarifies relationships among the variables. Linked to the problem statement, the conceptual framework “sets the stage” for presentation of the specific research question that drives the investigation being reported. For example, the conceptual framework and research question would be different for a formative evaluation study than for a summative study, even though their variables might be similar. Scholars argue that a conceptual or theoretical framework always underlies a research study, even if the framework is not articulated.5 This may seem incongruous, because many research problems originate from practical educational or clinical activities. Questions often arise such as “I wonder why such an event did not [or did] happen?” For example, why didn't the residents' test-interpretation skills improve after they were given feedback? There are also occasions when a study is undertaken simply to report or describe an event, e.g., pass rates for women versus men on high-stakes examinations such as the United States Medical Licensing Examination (USMLE) Step 1. Nevertheless, it is usually possible to construct at least a brief theoretical rationale for the study. The rationale in the USMLE example may be, for...
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...TEACHING AND LEARNING RESEARCH EXCHANGE Exploring Identity and Social Justice through Drama in Schools Rhonda Rosenberg, Executive Director Saskatchewan Association for Multicultural Education Project #58 July 2001 This research was partially funded through a grant from the McDowell Foundation. However, the points of view and opinions expressed in project documents are those of the authors and do not necessarily reflect the views of the Foundation. The purpose of the Dr. Stirling McDowell Foundation for Research into Teaching is to fund research, inquiry and dissemination of information focusing on instruction (both teaching and learning) in the context of the public elementary and secondary education system. Specifically, it will: 1) contribute to knowledge about teaching and learning; 2) encourage educational inquiry through a wide range of methodologies; 3) support the involvement of practising teachers in active research projects; 4) encourage organizations as well as individuals to determine and act in areas of research and inquiry; and 5) encourage experimentation with innovative ideas and methodologies related to teaching and learning. The Foundation is an independent charitable organization formed by the Saskatchewan Teachers’ Federation in 1991. It is governed by a Board of Directors with the assistance of an Advisory Committee of representatives from the educational and business communities. The selection and evaluation of projects funded by the...
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...change of attitudes needed to ensure peace and sustainable development which, we know, form the only possible way forward for life on planet Earth. Today, that goal is still a long way off. A global crisis faces humanity at the dawn of the 21st century, marked by increasing poverty in our asymmetrical world, environmental degradation and short-sightedness in policy-making. Culture is a crucial key to solving this crisis. Source: Preface, World Culture Report, UNESCO Publishing, Paris, 1999. Our cultural values, which often include particular religious beliefs, shape our way of living and acting in the world. Module 11 on Indigenous Knowledge and Sustainability explores the importance of indigenous values and spirituality in providing guidance for sustainable living. Such principles and values encourage a spirit of harmony between people, their natural environments and their spiritual identities. The principles for living sustainably that flow from these and other cultural and religious beliefs vary between groups and countries. They have also changed over time as circumstances demand. Despite this diversity, many principles for living sustainably are shared, not only among indigenous peoples, but also between different religious traditions. This module explores the role of culture and religion in providing guidance on ways of living sustainably. It also provides activities which analyse the place of these themes in the school curriculum. Objectives * To develop an understanding...
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...MEDIUMS OF PHOTOGRAPHY, MUSIC AND FASHION? Danny Lowe A Dissertation submitted in partial fulfilment of the requirement for the award of the degree BA (Hons) Fashion Photography London College of Fashion University of the Arts London Date: 15th April 2012 i Declaration I, Danny Lowe, certify that this is an original piece of work. I have acknowledged all sources and citation. No section of this literature review has been plagiarised. Signed: ….......................................................................................................................... ii TABLE OF CONTENTS Abstract List of Illustrations Introduction Methodology Literature Review Chapter 1: Chapter 2: Chapter 3: Historical and Cultural Contexts – Defining the 'Mod' and Youth Cultures in Post WWII Britain Americanisation – Music, Motives and Movement The Signs of Style iv v vi ix xi xi xvii xxi xxii xxiv xxvi xxviii xxix xxxii Interpretative Analysis Photography: Music: Fashion Conclusion Bibliography Appendix iii Abstract The purpose of this research study is to identify the signs of masculinity and European influence that dominated aspects of 'Modernist', or Mod, culture and lifestyle. The Mod is a British subculture which developed in the 1960's. The first stage of this study involves introducing the subcultural theories attributed to the Mod character and the basic roles of masculinity. The second stage introduces a proposed framework used as a methodology...
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...Fatima Mansuri student Id: 49050 Reflection diary Week 2: Cultural Lens Looking through a cultural lens means understanding that my background, values, and experiences dictate it and hence has an element of bias inherently to it in the way I look at things. Biases will prevail in the way I interpret, communicate, and decide on something. For instance, I can be partially blind to perspectives which are not in my cultural norms and hence overlook or misinterpret them. Understanding such biases goes a long way in fostering cultural humility and openness. It will make me more knowledgeable and humble in various cultural settings. If I strive to understand and challenge myself, it will lead to much more inclusive and fair relationships within situations...
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...says, reflective profesional journal requires writing, a great deal of it. However, journals are an integral part of the teaching/learning in many nursing programs as well as in allied health programs and education in general. The purpose of this essay is to review the literature related to profesional journal and reflective practice and how it can be beneficial in the teaching/learning process. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve performance or to encourage professional growth (Ruth-Sahd, 2003). Profesional journal is a method that is frequently used in nursing education as an active learning technique to enhance reflective practice. Why is reflective practice so important? The literature cites numerous reasons for utilizing profesional journal/reflective practice in the academic setting. According to Pinkstaff (1985), students find that ideas become clearer when they must write them down. Profesional journal or journaling allows students to examine their own role and activities as they relate to the context of the clinical setting (Kobert, 1995). Students get a better sense of the whole as they...
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...This article was downloaded by: [Aberystwyth University] On: 12 October 2013, At: 02:24 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Marketing Management Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rjmm20 The Sociology of Consumption: The Hidden Facet of Marketing Hélène Cherrier & Jeff B. Murray Published online: 01 Feb 2010. To cite this article: Hélène Cherrier & Jeff B. Murray (2004) The Sociology of Consumption: The Hidden Facet of Marketing, Journal of Marketing Management, 20:5-6, 509-525, DOI: 10.1362/0267257041323954 To link to this article: http://dx.doi.org/10.1362/0267257041323954 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable...
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...Student Learning Guide Counselling Methods 1 © South African College of Applied Psychology (Pty) Ltd Developed and produced by the South African College of Applied Psychology Sunclare building, Claremont, Cape Town, 7708, South Africa. 2012. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by means of electronic, mechanical, photocopy, recording or otherwise without the prior written permission of the publisher. Copyrighted materials reproduced herein are used under the provision of the South African Copyright Act 98 of 1978 section 12 (1) (a)(b) (3), for private study only by students. STUDENT LEARNING GUIDE: COUNSELLING METHODS 1 2 Table of contents How this guide works ........................................................................................................................ 10 Module Readings .............................................................................................................................. 11 Prescribed text book ......................................................................................................................... 11 Prescribed and recommended readings ........................................................................................... 11 Session One: An Overview of Theories of Psychotherapy and Counselling ..................................... 14 Reading for the session .....................................................................
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...| Business Leadership and Human Values Seminar2 CreditsBU 131.601.F5Summer Session 2016Wednesdays 1:30-4:30pm -- June 8 – July 27 Harbor East Room 230 | Instructor Rick Milter, Ph.D. Contact Information Phone Number: 410.234.9422 milter@jhu.edu Office Hours Typically before class session or by appointment. Required Learning Materials This course is a series of thematic conversations about human values and your responsibilities as an emerging/aspiring business leader. There is no traditional textbook, but there is much reading. You are required to read The Moral Compass: Leadership for a Free World, a workbook by Lindsay Thompson available online as a PDF in Course Documents. You will find details about required learning materials in the Bibliography and Theme Briefs sections of the Syllabus. Course Description and Overview This course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments...
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...to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development SCHOOL DEVELOPMENT THROUGH ENVIRONMENTAL EDUCATION Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development A document by the SEED and the ENSI networks for international debate Written by Søren Breiting, Michela Mayer and Finn Mogensen 1 Imprint: “Quality Criteria for ESD-Schools” Guidelines to enhance the quality of Education for Sustainable Development May 2005 ISBN 3-85031-048-5 Authors: Breiting, Søren; Mayer, Michela; Mogensen, Finn; Editor: Austrian Federal Ministry of Education, Science and Culture, Dept. V/11c, Environmental Education Affairs Minoritenplatz 5, A-1014 Vienna / Austria e-mail: guenther.pfaffenwimmer@bmbwk.gv.at; johannes.tschapka@bmbwk.gv.at Funded by the European Commission in the frame of the EU-COMENIUS 3 network “School Development through Environmental Education” (SEED) Projectnumber: 100530-CP1-2002-1-AT-COMENIUS-C3 In collaboration with the international network “Environment and School Initiatives” (ENSI) www.ensi.org Photo: Johannes Tschapka / Austria Design: reiterergrafik / Austria Print: radinger.print / Austria 2005 No copyright restrictions as long as an appropriate reference to this original material is included. 2 Table of Contents Preface The development of quality criteria as part of ENSI’s work The SEED network Introduction Quality criteria regarding...
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